scholarly journals Emotional Intelligence as a Protective Factor against Victimization in School Bullying

2020 ◽  
Vol 17 (24) ◽  
pp. 9406
Author(s):  
Benito León-del-Barco ◽  
Santiago Mendo Lázaro ◽  
María-Isabel Polo-del-Río ◽  
Víctor-María López-Ramos
Keyword(s):  
Emotional Intelligence ◽  
Public Schools ◽  
Emotional Regulation ◽  
Protective Factor ◽  
School Bullying ◽  
Mediating Effect ◽  
Multinomial Regression ◽  
Emotional Attention ◽  
Perceived Emotional Intelligence ◽  
Primary School Pupils

Previous research has identified the main predictors of being a victim of school bullying. This study focused on the phenomenon of school bullying and its relationship with self-perceived emotional intelligence. The main aim was to analyze the mediating effect of emotional attention, clarity, and repair in relation to school victimization. The sample was made up of 822 primary school pupils from 10 public schools. Data were collected through self-reports, exploring the profile of victims of school bullying, and the dimensions of self-perceived emotional intelligence (PEI). A multivariate analysis and multinomial regression showed a relationship between the two variables; the probability of being a victim of school bullying was 5.14 times higher among pupils with low clarity, 2.72 times higher among pupils with low repair, and 2.62 times higher among pupils with excessive attention. The results demonstrated that the better their emotional regulation and understanding, the less likely pupils are to be victims of school bullying. This confirmed that adequate emotional attention and excellent emotional clarity and repair are protective factors against victimization.

scholarly journals Efecto modelador de la competencia emocional en los perfiles de ciberacoso

2021 ◽  
Vol 37 (2) ◽  
pp. 202-209
Author(s):  
Joan Guerra Bustamante ◽  
Rocio Yuste Tosina ◽  
Victor Lopez Ramos ◽  
Santiago Mendo Lázaro
Keyword(s):  
Emotional Intelligence ◽  
Protective Factor ◽  
Online Courses ◽  
Adult Population ◽  
Mediating Effect ◽  
Emotional States ◽  
Emotional Competencies ◽  
Gender And Age ◽  
Binomial Regression ◽  
Perceived Emotional Intelligence

Las competencias emocionales son fundamentales en la prevención de la implicación en situaciones de ciberacoso. En el presente trabajo, se plantea como principal objetivo, estudiar el perfil de implicación en situaciones de ciberacoso en función del efecto mediador de las variables inteligencia emocional percibida, género y edad en población adulta. Para ello, en una muestra de 848 sujetos matriculados en “Cursos Abiertos Masivos en Línea” MOOC, se toman medidas a través de autoinformes que exploran los perfiles de ciberacoso y las dimensiones de Inteligencia Emocional Percibida (IEP). Se llevan a cabo análisis multivariado y de regresión binomial, que muestran que la mayoría de los participantes que presentan dificultades para comprender y regular sus estados emocionales están implicados en situaciones de ciberacoso y señalan a las habilidades de inteligencia emocional como un claro factor de protección del ciberacoso. Estos resultados demuestran la necesidad de prestar mayor atención al fenómeno del ciberacoso en población adulta y la relevancia de las habilidades de inteligencia emocional en la prevención del ciberacoso. Emotional competencies are fundamental in preventing involvement in cyberbullying situations. The main goal of this research is to study the involvement profile in cyberbullying situations, according to the mediating effect of variables such as perceived emotional intelligence, gender and age in the adult population. To this end, measures are taken through self-reports exploring the profiles of cyberbullying and the dimensions of Perceived Emotional Intelligence (PEI), among a sample of 848 subjects enrolled in Massive Open Online Courses (MOOCs). Multivariate and binomial regression analyses are carried out, showing that the majority of participants who have difficulties in understanding and regulating their emotional states are involved in situations of cyberbullying, and pointing to emotional intelligence skills as a clear protective factor against cyberbullying. These results show the need to pay greater attention to the phenomenon of cyberbullying in the adult population, as well as the relevance of emotional intelligence skills in the prevention of cyberbullying.

scholarly journals INTELIGÊNCIA EMOCIONAL COMO FATOR PROTETOR DO BURNOUT EM PROFESSORES DO 2.º E 3.º CICLOS E SECUNDÁRIO DA RAM

2017 ◽  
Vol 6 (1) ◽  
pp. 417
Author(s):  
Glória Franco
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Protective Factor ◽  
Maslach Burnout Inventory ◽  
Length Of Service ◽  
Level Of Education ◽  
English Expression ◽  
Perceived Emotional Intelligence ◽  
Mood Scale ◽  
The Relationship

Abstract.Emotional intelligence is the ability to perceive, use, understand and regulate emotions to facilitate thought (Mayer and Salovey, 1997). The concept of burnout is the English expression to describe what stopped functioning because of the exhaustion of energy (France, 1987, cited by Carlotto, 2012).This study aimed to understand the perceived emotional intelligence as a protective factor against burnout, as well as studying the relationship between emotional intelligence and burnout. The sample was constituted by 250 teachers in the 2nd cycle (26.4%), 3rd cycle (57.2%) and Secondary school (16.4%), with (70.4%) females and (29.6%), males in the Autonomous Region of Madeira (RAM), Portugal. As instruments, we used a socio-demographic and professional’s questionnaire, the trait metamood scale (TMMS-24), the expressiveness and emotion regulation of Berkeley questionnaire and the Maslach burnout inventory (MBI). In the study did not find evidence that marital status, age, length of service and level of education influences taught emotional intelligence and burnout. Only gender seems to influence emotional intelligence. To confirm the statistical relationship between emotional intelligence and burnout, we used Spearman´s correlation test between variables and it was concluded that the higher the repair of emotions, the less emotional exhaustion and depersonalization and higher the revaluation emotions are higher is the emotional exhaustion.Keywords: Emotional intelligence, burnout, teacher, emotional expressiveness, emotional regulation.Resumo.A inteligência emocional é a capacidade de perceber, usar, conhecer e regular as emoções para facilitar o pensamento (Mayer & Salovey, 1997). Já o conceito de Burnout é a expressão inglesa para designar aquilo que deixou de funcionar por exaustão de energia (França, 1987, citado por, Carlotto, 2012). Este estudo teve como objetivos compreender a inteligência emocional percebida como fator de proteção face ao burnout, bem como estudar as relações entre a inteligência emocional e o burnout. No estudo participaram 250 professores do 2º ciclo (26.4%), 3º ciclo (57.2%) e Secundário (16.4 %), do género feminino (70.4%) e do masculino (29.6%), da Região Autónoma da Madeira (RAM), Portugal. Como instrumentos usámos um Questionário de Dados Sócio-Demográficos e Profissionais, o Trait Meta-Mood Scale (TMMS-24), o Questionário de Expressividade e o de Regulação Emocional de Berkeley e o Inventário de Burnout de Maslach (MBI). No estudo realizado não se encontrou evidências de que o estado civil, idade, tempo de serviço e nível de ensino lecionado influencie a inteligência emocional e o burnout. Somente o género pareceu influenciar a inteligência emocional. Para confirmar a relação estatística entre a inteligência emocional e o burnout foi realizado um teste de correlação de Spearman entre as variáveis e concluiu-se que quanto maior a reparação das emoções, menor é a exaustão emocional e a despersonalização e quanto maior a reavaliação das emoções, maior a exaustão emocional.Palavras-chave: Inteligência emocional, burnout, professor, expressividade emocional e regulação emocional.

scholarly journals The Role of Emotional Intelligence on Psychological Adjustment and Peer Victimization in a Sample of Spanish Adolescents

2020 ◽  
Vol 11 ◽  
Author(s):  
Elizabeth Cañas ◽  
Jesús F. Estévez ◽  
Estefanía Estévez ◽  
David Aparisi
Keyword(s):  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Peer Victimization ◽  
Protective Factor ◽  
Emotional Adjustment ◽  
Mediating Effect ◽  
Mediation Effect ◽  
Self Concept ◽  
Negative Consequences ◽  
The Relationship

In the last decades, interest in the study of the negative consequences of bullying for the victims has increased. Victims are often known to show emotional adjustment issues, such as negative self-concept and low life satisfaction. Moreover, some studies have observed important associations between self-concept and life satisfaction, in which a positive self-concept is related to high levels of life satisfaction. Other studies have pointed out the importance of emotional intelligence (EI), as a regulatory and protective factor against the negative impact of victimization on adjustment in adolescents. The main objective of this work was to analyze the mediating effect of self-concept on life satisfaction and the moderated mediation effect of EI on self-concept and life satisfaction in the context of peer victimization. The participants in the study were 1,318 Spanish students of both sexes and aged between 11 and 18 (M = 13.8, SD = 1.32) years, from four compulsory secondary education centers. The results indicated that, on the one hand, self-concept mediated the relationship between victimization and life satisfaction. On the other hand, EI was not only positively associated with self-concept, but it also significantly moderated the negative influence of victimization on self-concept. EI may also indirectly moderate the relationship between victimization and life satisfaction through the self-concept. These data show the importance of EI as a possible protective and moderating factor of the negative effect of bullying on emotional adjustment, which is interesting for the design of future prevention and intervention programs in school contexts.

scholarly journals Is It Possible to Be Happy during the COVID-19 Lockdown? A Longitudinal Study of the Role of Emotional Regulation Strategies and Pleasant Activities in Happiness

2021 ◽  
Vol 18 (6) ◽  
pp. 3211
Author(s):  
María José Gutiérrez-Cobo ◽  
Alberto Megías-Robles ◽  
Raquel Gómez-Leal ◽  
Rosario Cabello ◽  
Pablo Fernández-Berrocal
Keyword(s):  
Emotional Regulation ◽  
Protective Factor ◽  
Community Sample ◽  
Cognitive Reappraisal ◽  
Mediating Effect ◽  
Expressive Suppression ◽  
Mediating Role ◽  
Proposed Model ◽  
Regulation Strategies

This study aimed to longitudinally analyze the role played by two emotional regulation strategies (cognitive reappraisal and expressive suppression), through the mediating effect of engagement in pleasant activities during lockdown, in changes in affective and cognitive happiness in comparison with pre-pandemic levels. Eighty-eight participants from a community sample were evaluated at two timepoints. At timepoint 1 (before the COVID-19 pandemic), participants were evaluated on emotional regulation and cognitive and affective happiness. At timepoint 2 (during the COVID-19 lockdown), participants were evaluated on cognitive and affective happiness and the frequency with which they engaged in pleasant activities. We found an optimal fit of the proposed model in which cognitive reappraisal was significantly related to engagement in more pleasant activities during the lockdown. In turn, these pleasant activities were related to more affective happiness during the lockdown (compared with pre-pandemic levels), and this affective happiness was associated with greater cognitive happiness. In conclusion, cognitive reappraisal was a protective factor for affective and cognitive happiness through the mediating role of engagement in pleasant activities during lockdown. Limitations and future lines of investigation are discussed.

scholarly journals Self-regulation in THE emotional intelligence STRUCTURE OF PRIMARY SCHOOL pupils

2016 ◽  
pp. 52-56
Author(s):  
L. Zhuravlоvа ◽  
M. Shpak
Keyword(s):  
Emotional Intelligence ◽  
Primary School ◽  
Cognitive Processing ◽  
Structural Component ◽  
Emotional Regulation ◽  
Emotional State ◽  
Sense Of Self ◽  
Self Regulation ◽  
Functional Features ◽  
Primary School Pupils

The article deals with the concept of the emotional intelligence of the individual as a psychological phenomenon, it is analyzed it’s structural and functional features. It is designated that self-regulation is a structural component of the emotional intelligence. We define the emotional intelligence as an integral feature of personality which reflects the cognitive ability of a person to understand emotions and manage them through cognitive processing of the emotional information. The emotional self-regulation provides the ability to manage your emotional state, emotionally easy respond to various life events. The analysis of scientific sources has shown that the concept of «emotion management» is seen in the following meanings: 1) as a general emotional capability; 2) as a structural component of the emotional intelligence. The term «emotional regulation» is more often used in the first meaning, while two components are differentiating: an internal emotional regulation (in the sense of «self-regulation») and an exterior emotional regulation (as a «control expression»). The term «emotional control» is actually used in the second meaning, which is mainly interpreted as a control of one's own emotions and the emotions of other people. We consider the emotional self-regulation on the one hand, as an indicator of behavioural component of emotional intelligence, on the other, as one of the most important psychological mechanisms of it’s development. It is proved that the arbitrariness of regulation of one’s emotional state and behavior is developed with the primary school pupils. It is defined that the emotional self-regulation and the development of emotional intelligence in general provide psychological welfare of the child, helps to preserve his/her mental health.

scholarly journals Inteligencia emocional y esquemas tempranos desadaptativosen futuros educadores: ampliando fronteras

2021 ◽  
Vol 24 (3) ◽  
Author(s):  
Gregorio Pérez Bonet ◽  
Luis Ángel Velado-Guillén ◽  
Begoña García-Domingo ◽  
María Luisa Sánchez-Fernández
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Emotional Regulation ◽  
The Other ◽  
Social Education ◽  
Other Hand ◽  
Emotional Clarity ◽  
Perceived Emotional Intelligence ◽  
Different Levels ◽  
Estudiantes Universitarios

El objetivo principal del presente trabajo es llevar a cabo la identificación de los Esquemas Desadaptativos Tempranos en educadores en formación y a sus puntuaciones en Inteligencia Emocional Percibida para, a continuación, explorar posibles relaciones entre ellos y establecer diferencias en virtud del género y de la titulación cursada. La muestra es de estudiantes universitarios madrileños de los Grados de Maestro en Educación Infantil, Primaria y Educación Social (N=713), con una media de edad de 18,8 años. Tras la aplicación de la adaptación española del SQ-SF (Cid, Tejero y Torrubia, 1997) y del TMMS-24 (Fernández Berrocal, Extremera y Ramos, 2004), encontramos que los esquemas que alcanzaron mayor puntuación fueron Autosacrificio (18,28), Metas Inalcanzables (16,45) y Abandono (14,13), obteniéndose diferencias significativas en algunos de los esquemas entre las diferentes variables consideradas. Por su parte, los resultados encontrados en Inteligencia Emocional Percibida mostraron puntuaciones medias de 27,22 en Atención a los Sentimientos, de 25,57 en Claridad Emocional y de 26,57 para la Regulación Emocional, también con algunas diferencias significativas entre géneros y titulación. Finalmente se encontraron correlaciones negativas estadísticamente significativas entre la puntuación total de esquemas y las dimensiones de Claridad Emocional y Regulación emocional y positiva con Atención a los sentimientos. The main objective of the present work is the identification of the Early Maladaptive Schemes in educators in training and their scores in Perceived Emotional Intelligence (TMMS-24) to then explore possible relationships between them and establish differences by gender and degree taken. The sample is from Madrid university students of the Degrees in Infant, Primary and Social Education (N = 713), with an average age of 18.8 years. After the application of the Spanish adaptation of the SQ-SF (Cid, Tejero y Torrubia, 1997) and the TMMS-24 (Fernández Berrocal, Extremera and Ramos, 2004), we found that the schemes that reached highest scores were Self-sacrifice (18,28), Unreachable Goals (16,45) and Abandonment (14,13), obtaining significant differences in some of the schemes between the different levels of the factors considered. On the other hand, the results found in Perceived Emotional Intelligence showed average scores of 27.22 in Attention to Feelings, 25.57 in Emotional Clarity and 26.57 for Emotional Regulation, also with some significant differences between diferent variables. Finally, statistically significant negative correlations were found between the total scheme score and the dimensions of Emotional Clarity and Emotional Regulation, and positive with Attention to Feelings.

Relación entre niveles de depresión, inteligencia emocional percibida y percepción de cuidados parentales en embarazadas. / Relationship between depression levels, perceived emotional intelligence and perception of parental care in pregnancy.

2015 ◽  
Vol 4 (08) ◽  
pp. 179-197
Author(s):  
René Barraza López ◽  
Daniela Heise Burgos ◽  
Sandro Giovanazzi Retamal
Keyword(s):  
Emotional Intelligence ◽  
Parental Care ◽  
Pregnant Women ◽  
Emotional Regulation ◽  
Biological Variability ◽  
Emotional Skills ◽  
Perceived Emotional Intelligence ◽  
The Relationship ◽  
Depression In Pregnancy ◽  
In Pregnancy

La depresión en el embarazo es un problema creciente atribuible a la variabilidad biológica y a aspectos psicosociales como la percepción de vinculación parental y las habilidades emocionales autopercibidas, no obstante estas últimas presentan poca evidencia empírica, siendo variables aún poco exploradas. El objetivo de esta investigación fue determinar la relación entre la depresión, inteligencia emocional percibida y percepción de cuidados parentales en embarazadas. Los resultados indican que la percepción de una alta atención emocional, baja claridad emocional y baja regulación emocional, además de la percepción de las embarazadas de haber sido sobreprotegida por su padre, evidencian correlaciones con la depresión en el embarazo. Esto permite proponer la hipótesis vinculada a que la inteligencia emocional percibida como la reconstrucción de las experiencias vinculares tempranas podrían actuar como factores protectores, tendientes a disminuir la depresión en el embarazo, no obstante esto habría que corroborarlo con nuevos estudios en muestras mayores y con análisis más complejos. Depression in pregnancy is attributable to biological variability and psychosocial aspects such as perception of parental bonding and emotional skills self-perceived growing problem, however the latter have little empirical evidence, being variables still little explored. The objective of this research was to determine the relationship between depression, perceived emotional intelligence and perception of parental care in pregnant women. The results indicate that the perception of high emotional care, low emotional clarity and low emotional regulation, plus the perception of pregnant women have been overprotected by her father, show correlations with depression in pregnancy. This allows proposing linked to the perceived emotional intelligence as the reconstruction of early attachment experiences could act as protectors, aimed at reducing depression in pregnancy factors hypothesis, however this should be corroborated with further studies in larger samples and analysis more complex.

scholarly journals Emotional basis of gender differences in adolescent self-esteem

Psicologia ◽  
2016 ◽  
Vol 30 (2) ◽  
pp. 1-14
Author(s):  
Diego Gomez-Baya ◽  
Ramon Mendoza ◽  
Susana Paino
Keyword(s):  
Gender Differences ◽  
Emotional Intelligence ◽  
Adolescent Girls ◽  
Self Esteem ◽  
Emotional Attention ◽  
Perceived Emotional Intelligence ◽  
The One ◽  
Mood Scale ◽  
Emotional Basis

Lower self-esteem in adolescent girls than boys confers greater vulnerability to numerous risks in their development towards social adulthood. This research aimed to study the role of perceived emotional intelligence in self-esteem's gender differences. An anonymous questionnaire was applied to 1791 Spanish adolescents aged between 12 and 17 years old, composed of the Rosenberg self-esteem scale and a reduced version of the Trait Meta-Mood Scale. The results showed that girls presented lower overall self-esteem than boys, as well as lower perceived emotional intelligence. On the one hand, it was found that high perceived emotional attention was related to lower self-esteem in girls; on the other hand, results detected that high perceived emotional attention was linked to higher perceived emotional clarity and repair in boys, which were associated with higher self-esteem. These results suggest the need to design programmes to improve self-esteem in adolescent girls by reducing perceived emotional attention.

scholarly journals Profiles of Perceived Emotional Intelligence in Future Preschool Teachers: Implications for Teacher Education

2019 ◽  
Vol 22 (1) ◽  
Author(s):  
Milagros Fernández-Molina ◽  
Ana Bravo Castillo ◽  
Pablo Fernandez-Berrocal
Keyword(s):  
Teacher Education ◽  
Emotional Intelligence ◽  
Preschool Teachers ◽  
Emotional Adjustment ◽  
Initial Training ◽  
Emotional Attention ◽  
Perceived Emotional Intelligence ◽  
Mood Scale ◽  
Futuros Maestros ◽  
Estudiantes Universitarios

Preprimary teachers’ emotional adjustment is important for both personal and professional wellbeing and small students´ development and wellbeing. However, little research has been conducted into emotional intelligence of preprimary teachers, despite their role as “socializers” in early childhood. The Trait Meta-Mood Scale was used to assess levels of perceived emotional intelligence in 418 future preschool teachers and four profiles were identified. Most had adequate levels, but we identified a group of students with inadequate levels of emotional attention. The findings highlight the importance of ensuring that teachers will be helped to develop different components of emotional intelligence during their initial training in college. El equilibrio emocional de los maestro/as de educación Infantil es importante para su bienestar personal y profesional, y para el desarrollo de sus pequeños alumnos pero existe escasa investigación con este grupo, a pesar del importante papel como socializadores en edades tan tempranas. En este studio se usó el TMMS-24 para evaluar la inteligencia emocional percibida de 418 estudiantes universitarios de Educacion Infantil identificándose cuatro tipo de perfiles. Aunque la mayoría obtuvo niveles adecuados, se encontró un grupo con niveles problemáticos en atención emocional. Los resultados insisten en la importancia de ayudar a estos futuros maestros a desarrollar los diferentes elementos de la inteligencia emocional durante la formación inicial universitaria.

scholarly journals Competencia emocional en maestros de educación infantil y primaria: fuentes de variabilidad y sugerencias de mejora.

2021 ◽  
Vol 24 (2) ◽  
Author(s):  
Begoña García Domingo
Keyword(s):  
Emotional Intelligence ◽  
Early Childhood ◽  
Public Schools ◽  
Primary Education ◽  
21St Century ◽  
Education Professionals ◽  
Childhood Education ◽  
Perceived Emotional Intelligence ◽  
Experienced Female ◽  
Detailed Presentation

Dotar a los profesionales de la educación de niveles de Inteligencia Emocional elevados debe ser objetivo prioritario para las administraciones, ya que ello les permite afrontar con mayor eficacia la complejidad del actual contexto educativo. Sin embargo, no existen muchas publicaciones con muestras de maestros españoles en ejercicio, por lo que este trabajo pretende incrementar el conocimiento relativo a su perfil en Inteligencia Emocional Percibida (TMMS-24, Salovey y Mayer, 1995) y analizar la influencia que ejercen sobre él algunas variables. Nuestro objetivo principal es identificar la combinación de factores presente en el grupo de docentes emocionalmente menos competentes, ayudando con ello a optimizar los esfuerzos formativos a este respecto. Tras las comparaciones efectuadas en una muestra de 296 maestros de Educación Infantil y Primaria, los resultados sugieren que el perfil peor dotado emocionalmente parece ser el percibido por los docentes de infantil, de género femenino, que trabajan en centros públicos, que ejercen como tutores y que tienen más edad y años de experiencia. La discusión ofrece la interpretación y exposición detallada de estos resultados en orden a “ajustar” futuras sugerencias de mejora del perfil emocional de nuestros maestros. Providing education professionals with high levels of Emotional Intelligence should be a priority goal for public administrations since it allows them to deal more effectively with the complex educational contexts in 21st century. Despite this, there aren´t many reports from practising Spanish teachers, so this work aims to increase knowledge about their profile in Perceived Emotional Intelligence (TMMS-24, Salovey and Mayer, 1995), analysing the influence of some factors on it. Our main objective is to identify the combination of factors present in the group of lowest emotional competence to optimise training efforts in this respect. The comparisons carried out on a sample of 296 Early Childhood and Primary Education teachers, point out that the less capable profile appears to be that perceived by the older and more experienced female Early Childhood Education teachers, working in public schools and who act as tutors. A more detailed presentation of these results is offered and interpreted in the discussion to "adjust" future suggestions to improve the emotional profile of our teachers.

Sign in / Sign up

Export Citation Format

Share Document